Instructor: Dr. Scott E. Borrelli (sborrell@faculty.ed.umuc.edu)

Welcome to CROSS-CULTURAL COUNSELING and DISTANCE EDUCATION!

I would like to welcome you to the exciting world of distance education, and to this course in Cross-Cultural Counseling, an essential training experience for the professional counselor. As you know, our primary mode of interaction and learning will be through the Internet, structured by Web Tycho, the University of Maryland's course delivery system for distance learning. Weekly readings and assignments (including reviews, critiques, interviews, discussions, web searches) will structure our expansive learning experience.

Counselor education delivered in the distance education format presents a variety of opportunities and challenges that can be met with enthusiasm once the fundamentals of distance education are understood. First, students must have developed adequate computer skills that will facilitate communicating with the instructor and other students throughout the course experience. A Web Tycho (WT) orientation tutorial available online will quickly inform the student of it's relative ease and broad possibilities.

This DE course offers opportunities for expanding our ability to utilize new options for communication and learning inspired by the Internet and the World Wide Web. Students must be prepared for occasional "glitches" in the cyber-system network that may periodically interrupt or frustrate the learning process. The advantages to students participating in Distance Education course far outweigh any transient frustrations. These include: greater scheduling flexibility, the opportunity to work at home, freedom from commuting to class, increased opportunities for individual reflection and exchange with students, and greater overall independence in study.

Distance education provides opportunities to discover different and unique styles of self-expression, thereby expanding our repertoire of communication options as we move forward toward the technical demands of the twenty-first century. Like the "web" itself, the possibilities for personal and professional growth are unlimited.

Get ready for lots of discoveries along this creative journey! This course introduces current theories, techniques, and a broad range of issues regarding the practice of fair and effective counseling services in a world of diversity. The overall goal is to expand awareness of inter- and cross-cultural diversity in its many forms, including race and ethnicity, age, gender, sexual preference, and disability. The course will provide a solid base upon which the professional counselor can effectively assess cultural issues as they influence the counseling practice and the lives of individuals living in an increasingly "global village". Additionally, the counselor will develop the skills to select more appropriate intervention strategies for minority clients. Students will be expected to assess personal attitudes, opinions, and beliefs about minority groups, to examine the impact of these on counseling performance, and to demonstrate increased ability to sensitively consider and value differences in culture and world-view.

Prerequisite: EDCP 616, Counseling Theory and Practice, or permission of Instructor.

Course Credits: Three (3) semester hours graduate credit.

Elective course for Master of Education (EdM). Required course for Master of Arts (MA) program.

Course Goals/Objectives

The purpose of this course is to familarize students with various theories, counseling techniques, and a wide range of issues regarding fair, ethical and effective counseling in a world of cultural differences. A broad goal is to expand cultural awareness and knowledge in order to facilitate an appreciation of diversity in lifestyle and orientation, including culture, race, ethnicity, disability, age, language, gender and sexual preference issues.

Students will be able to assess the specific needs of minority groups, develop effective communication strategies, and select appropriate counseling applications for different groups. Students will be asked to identify and evaluate personal and public perceptions, beliefs and value systems (including stereotypes and prejudice) of various cultures, examine the impact of these on individual clients and the counseling process, refine counseling interventions to meet the needs of different (minority) groups, and demonstrate an expanded ability to understand and value diversity. Through an examination of personal cultural inheritance, each student will account for sources of personal identity. Students will be encouraged to challenge themselves and each other, and expect lively and unsettling discussions. These experiences are intended to generate shifts in cultural perceptions toward lessening stereotyping and prejudice.

Course objectives will be achieved through readings, mini-lectures, Internet chats and discussion, interviews, research and presentations. Assignments are designed to increase cross-cultural awareness and promote the development of related professional counseling skills.

By the end of the course, students will be able to:

1. Understand and discuss current theories of multi-cultural counseling.

2. Discuss issues of diversity as they relate to counseling practice.

3. Be familiar with current literature and research pertaining to the social patterns and counseling needs of various minority populations.

4. Develop a more culturally sensitive perspective in the role of professional counselor.

5. Describe the impact of the western "world-view" on American society.

6. Understand and discuss personal cultural heritage and it's impact on the development of counseling skills.

Course Materials

Required Texts:

Sue, W.S. & Sue, D. (2001). Counseling the culturally different (4th ed.), New York: Wiley & Sons. Okun, B.F., Fried, J., Okun, M.L.

Understanding diversity: A learning-as-practice primer, CA: Brooks/Cole.

Additional readings to be assigned throughout the course, and made available online.

Professional Memberships (which offer valuable readings):

Students are strongly encouraged to join the following professional organizations (details are found online).

The American Counseling Association (student member), www.counseling.org:

The American Counseling Association - European Division.

Recommended Readings (optional):

International Herald Tribune (on-line).

McGoldrick, M., Giordano, J., & Pearce, J.K. (Eds.). (1996). Ethnicity and family therapy (2nd ed.) New York: Guilford.

DeMaria, R., Weeks, G., & Hof, L. (1999). Focused genograms, Intergenerational assessment of individuals, couples, and families. New York: Brunner/Mazel

Grading Information

Students are required to complete the following papers, projects, and assignments. Students have a wide range of choice, and should make selections and start preparations early in the course, and according to professional interests. Each of the FOUR required assignments is worth 25% of the final course grade. IMPORTANT: Late assignments will not be accepted, except under special/emergency situations.

REQUIRED BY ALL:

WEEKLY ASSIGNMENTS and PARTICIPATION in CONFERENCES AND THE CAFE.

PERSONAL CULTURAL HERITAGE ASSESSMENT.

REQUIRED BY ALL:

Choose ONE:

1) MINORITY INTERVIEW.

OR,

2) PROFESSIONAL INTERVIEW.

Choose ONE:

1) PROFESSIONAL ARTICLES REVIEW

OR

2) PROGRAM PROPOSAL.

Project Descriptions

In order to fulfill the goals and objectives of this course, students will be completing a variety of assignments and projects. Weekly assignments (CONFERENCES) and a choice of other projects will invite the use of a range of study and skills practice, including interviewing techniques, self-examination, case studies, research, critique and weekly critical thinking exercises.

All assignments and projects must demonstrate graduate level work in every aspect, including style, organization, appropriate references, and professionalism. Please use the most recent edition of the APA Writing guide.

Each Student will complete FOUR groups of assignments, as listed below:

REQUIRED BY ALL:

PERSONAL CULTURAL HERITAGE:

Students will research their cultural heritages and share the completed project with the class. This paper will include a personal cultural genogram. Implications of one's cultural heritage for personal and professional development, and professional recommendations will be highlighted in the finished project.

REQUIRED BY ALL:

CONFERENCES - WEEKLY READINGS, ASSIGNMENTS, AND EXCHANGE/PARTICIPATION WITH STUDENTS:

Students will read assigned text chapters and related readings on a weekly basis. Brief comments will be submitted to specific assignments, which might include a question regarding the chapter reading, assessment of a case vignette, or a web search. EACH WEEK'S MAIN RESPONSE SHOULD INCLUDE SPECIFIC REFERENCES TO THE WEEKLY READINGS.

Students will also be expected to respond to at least TWO other student's weekly assignment submissions, making suggestions, adding to the original comments, asking questions, debating, suggesting resources, etc.

ADDITIONAL REQUIREMENTS FOR ALL:

Participation in the following activities are counted toward the WEEKLY PARTICIPATION category above.

A) THE "CROSS-CULTURAL CAFE": A weekly meeting place for informal weekly exchange and chats. This is where students share personal and training experiences, and keep us informed of "the latest".

B) "WEBLIOGRAPHY": At least FIVE contributions resulting from Web searches to our Web Library of relevant and useful web sites in multi-cultural counseling. Complete a brief abstract of the site, why you found it useful, and your name.

CHOOSE ONE:

1) MINORITY INTERVIEW:

Students will select and interview a member of a different minority background. A semi-structured interview format will be constructed in advance in order to better elicit cultural history, attitudes, world-views, etc. in the interviews. An assessment of the interviewee's cultural development and experiences and implications for counseling will be included, based in the theories and concepts studied in this course. OR,

2) INTERVIEW OF COUNSELING PROFESSIONAL:

Students will interview a professional counselor working with minority populations. Professional and personal attitudes, professional challenges, and methods for effective assessment and intervention will be discussed and summarized/critiqued in light of cross-cultural theories and concepts.

CHOOSE ONE:

1) PROFESSIONAL ARTICLES REVIEW:

Students will research a particular topic of interest in the field of cross-cultural counseling and psychology. At least two professional articles on the representing different views on the same topic will be summarized and critiqued, highlighting implications and conclusions for counselors. Students will demonstrate a knowledge of major theories and concepts in cross-cultural counseling.

OR,

2) PROGRAM DEVELOPMENT: Students will propose a program for a particular population dealing with cultural issues and to promote awareness and problem-resolution. This may include development of a brochure offering an awareness workshop for military members, a high school program for students and/or teachers, for members of cross-cultural marriages/relationships, workshop and community presentations, etc.

INSTRUCTOR BIOGRAPHY

Dr. Scott E. Borrelli is collegiate professor with the University of Maryland, European Division since 1993. He is a licensed psychologist and National Certified Counselor and School Counselor, and a Chartered Psychologist with the British Psychological Society. Dr. Borrelli holds Diplomate, Board Certification in Clinical Psychology and Counseling Psychology, psychopharmacology, and clinical hypnotherapy. Dr. Borrelli has also been Assistant Professor with Boston University.  He has taught and practiced psychology, counseling, and psychotherapy for over twenty years, in a variety of settings and with a wide range of populations. Settings include mental health centers, university counseling centers, community mental health clinics, industry and business, hospitals, elementary and secondary schools. He has special interests in health and wellness psychology, psychopharmacology, clinical hypnotherapy, trauma, issues of multiculturalism and diversity, and EMDR. He holds an integrative/eclectic professional orientation, rooted in the belief in each individual's innate ability to problem-solve, cope creatively, and live well. Originally from Boston, he now lives in London. You can see some of his work in the area of trauma: www.emdr-practitioner.net